{"id":1885,"date":"2023-07-11T11:54:08","date_gmt":"2023-07-11T11:54:08","guid":{"rendered":"https:\/\/esoc.eduprojects.eu\/?p=1885"},"modified":"2023-07-11T11:58:28","modified_gmt":"2023-07-11T11:58:28","slug":"katherine-g-johnson-and-hidden-figures-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-4-2-2-3-2-2-4-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-3-2-2-2-2-2-2-2-2-4-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-4-2","status":"publish","type":"post","link":"https:\/\/esoc.eduprojects.eu\/es\/katherine-g-johnson-and-hidden-figures-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-4-2-2-3-2-2-4-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-3-2-2-2-2-2-2-2-2-4-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-2-4-2\/","title":{"rendered":"Equilibrio de g\u00e9nero en Escocia"},"content":{"rendered":"\n\n<div class=\"kk-star-ratings kksr-auto kksr-align-left kksr-valign-top\"\n    data-payload='{&quot;align&quot;:&quot;left&quot;,&quot;id&quot;:&quot;1885&quot;,&quot;slug&quot;:&quot;default&quot;,&quot;valign&quot;:&quot;top&quot;,&quot;ignore&quot;:&quot;&quot;,&quot;reference&quot;:&quot;auto&quot;,&quot;class&quot;:&quot;&quot;,&quot;count&quot;:&quot;0&quot;,&quot;legendonly&quot;:&quot;&quot;,&quot;readonly&quot;:&quot;&quot;,&quot;score&quot;:&quot;0&quot;,&quot;starsonly&quot;:&quot;&quot;,&quot;best&quot;:&quot;5&quot;,&quot;gap&quot;:&quot;5&quot;,&quot;greet&quot;:&quot;Rate this post&quot;,&quot;legend&quot;:&quot;0\\\/5 - (0 votes)&quot;,&quot;size&quot;:&quot;24&quot;,&quot;title&quot;:&quot;Equilibrio de g\\u00e9nero en Escocia&quot;,&quot;width&quot;:&quot;0&quot;,&quot;_legend&quot;:&quot;{score}\\\/{best} - ({count} {votes})&quot;,&quot;font_factor&quot;:&quot;1.25&quot;}'>\n            \n<div class=\"kksr-stars\">\n    \n<div class=\"kksr-stars-inactive\">\n            <div class=\"kksr-star\" data-star=\"1\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"2\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"3\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"4\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"5\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n    <\/div>\n    \n<div class=\"kksr-stars-active\" style=\"width: 0px;\">\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n    <\/div>\n<\/div>\n                \n\n<div class=\"kksr-legend\" style=\"font-size: 19.2px;\">\n            <span class=\"kksr-muted\">Rate this post<\/span>\n    <\/div>\n    <\/div>\n\n<p>Los dos v\u00eddeos son reFUENTEs del equipo Improving Gender Balance and Equalities de Education Scotland. Este reFUENTE examinar\u00e1 la investigaci\u00f3n relacionada con las representaciones dominantes de la ciencia como &#8220;masculina&#8221; y &#8220;sesuda&#8221;, y expondr\u00e1 la investigaci\u00f3n, destacando las diferencias de g\u00e9nero en la autoeficacia con respecto a STEM y las respuestas sugeridas.<\/p>\n\n\n\n<p class=\"has-blue-background-color has-background\"><strong>TIPO DE ACTIVIDAD<\/strong><\/p>\n\n\n\n<p>Video<\/p>\n\n\n\n<p class=\"has-blue-background-color has-background\"><strong><strong>DURACI\u00d3N<\/strong><\/strong>:<\/p>\n\n\n\n<p>45 minutos<\/p>\n\n\n\n<p class=\"has-blue-background-color has-background\"><strong><strong>RECURSO DOCENTE<\/strong><\/strong>:<\/p>\n\n\n\n<p>Ordenadores, tabletas o tel\u00e9fonos inteligentes. Conexi\u00f3n a internet.<\/p>\n\n\n\n<p class=\"has-blue-background-color has-background\"><strong>PR\u00c1CTICA DOCENTE<\/strong> <strong>(PASO A PASO)<\/strong><\/p>\n\n\n\n<p>Despu\u00e9s de ver los v\u00eddeos, la clase debatir\u00e1 en peque\u00f1os grupos sobre:<\/p>\n\n\n\n<p>c\u00f3mo afecta esto a los y las estudiantes, dificulta que muchos y muchas estudiantes consideren que STEM es &#8220;para ellos&#8221; y contribuye a la persistente infrarrepresentaci\u00f3n de ni\u00f1as y mujeres en la adopci\u00f3n de STEM, explorando las desigualdades que vemos en STEM. En particular, examinar por qu\u00e9 las chicas tienen menos probabilidades de sentir que son buenas en STEM en comparaci\u00f3n con los chicos.<\/p>\n\n\n\n<p class=\"has-blue-background-color has-background\"><strong>MATERIALES<\/strong>:<\/p>\n\n\n\n<p><a href=\"https:\/\/esoc.eduprojects.eu\/wp-content\/uploads\/2023\/07\/Karinai.UJI-Spanish-Copy-Partners.-E-SOC.-Platform-TEMPLATE-kopija-69.pdf\" target=\"_blank\" rel=\"noopener\" title=\"\"> Download\/print this plan of the activity (pdf). <\/a><\/p>\n\n\n\n<p class=\"has-blue-background-color has-background\"><strong>FUENTE: <\/strong><\/p>\n\n\n\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=U7cPf-BW3uU&amp;list=PLcD2TdZ4bXSmARrswhvbYJmblLK8d1t8v&amp;index=2\" target=\"_blank\" rel=\"noreferrer noopener\">stem for the masculine and brainy?<\/a> (part. 1)<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Is STEM for the masculine and brainy? Part 1 of 2\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/U7cPf-BW3uU?list=PLcD2TdZ4bXSmARrswhvbYJmblLK8d1t8v\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=9O7dTij5HNM\" target=\"_blank\" rel=\"noreferrer noopener\">stem self efficacy<\/a> (part. 2 )<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"STEM and self efficacy  - why are girls less likely to feel they are good at STEM? (Part 2 of 2)\" width=\"1170\" height=\"658\" src=\"https:\/\/www.youtube.com\/embed\/9O7dTij5HNM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n","protected":false},"excerpt":{"rendered":"Los dos v\u00eddeos son reFUENTEs del equipo Improving Gender Balance and Equalities de Education Scotland. Este reFUENTE examinar\u00e1 la investigaci\u00f3n relacionada con las representaciones dominantes de la ciencia como &#8220;masculina&#8221; y &#8220;sesuda&#8221;, y expondr\u00e1 la investigaci\u00f3n, destacando las diferencias de g\u00e9nero en la autoeficacia con respecto a STEM y las respuestas sugeridas. TIPO DE ACTIVIDAD ","protected":false},"author":2,"featured_media":1886,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_mi_skip_tracking":false,"footnotes":""},"categories":[37],"tags":[40],"class_list":["post-1885","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-advanced","tag-raising-awareness"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/esoc.eduprojects.eu\/es\/wp-json\/wp\/v2\/posts\/1885","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/esoc.eduprojects.eu\/es\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/esoc.eduprojects.eu\/es\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/esoc.eduprojects.eu\/es\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/esoc.eduprojects.eu\/es\/wp-json\/wp\/v2\/comments?post=1885"}],"version-history":[{"count":3,"href":"https:\/\/esoc.eduprojects.eu\/es\/wp-json\/wp\/v2\/posts\/1885\/revisions"}],"predecessor-version":[{"id":1893,"href":"https:\/\/esoc.eduprojects.eu\/es\/wp-json\/wp\/v2\/posts\/1885\/revisions\/1893"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/esoc.eduprojects.eu\/es\/wp-json\/wp\/v2\/media\/1886"}],"wp:attachment":[{"href":"https:\/\/esoc.eduprojects.eu\/es\/wp-json\/wp\/v2\/media?parent=1885"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/esoc.eduprojects.eu\/es\/wp-json\/wp\/v2\/categories?post=1885"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/esoc.eduprojects.eu\/es\/wp-json\/wp\/v2\/tags?post=1885"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}